A randomized controlled trial of an intervention to reduce low literacy barriers in inflammatory arthritis management

DSpace/Manakin Repository

A randomized controlled trial of an intervention to reduce low literacy barriers in inflammatory arthritis management

Citable link to this page

 

 
Title: A randomized controlled trial of an intervention to reduce low literacy barriers in inflammatory arthritis management
Author: Rudd, Rima E.; Blanch, Danielle C.; Gall, Victoria; Chibnik, Lori; Wright, Elizabeth A; Reichmann, William; Liang, Matthew Heng; Katz, Jeffrey Neil

Note: Order does not necessarily reflect citation order of authors.

Citation: Rudd, Rima E., Danielle C. Blanch, Victoria Gall, Lori B. Chibnik, Elizabeth A. Wright, William Reichmann, Matthew H. Liang, and Jeffrey N. Katz. 2009. “A Randomized Controlled Trial of an Intervention to Reduce Low Literacy Barriers in Inflammatory Arthritis Management.” Patient Education and Counseling 75 (3) (June): 334–339. doi:10.1016/j.pec.2009.03.001.
Full Text & Related Files:
Abstract: Objective

Test the efficacy of educational interventions to reduce literacy barriers and enhance health outcomes among patients with inflammatory arthritis.

Methods

The intervention consisted of plain language information materials and/or two individualized sessions with an arthritis educator. Randomization was stratified by education level. Principal outcomes included adherence to treatments, self-efficacy, satisfaction with care, and appointment keeping. Secondary outcomes included health status and mental health. Data were collected at baseline, six, and twelve months post.

Results

Of the 127 patients, half had education beyond high school and three quarters had disease duration greater than five years. There were no differences in the primary outcome measures between the groups. In mixed models controlling for baseline score and demographic factors, the intervention group showed improvement in mental health score at six and twelve months (3.0 and 3.7 points, respectively), while the control group showed diminished scores (−4.5 and −2.6 points, respectively) (p=0.03 and 0.01).

Conclusion

While the intervention appears to have had no effect on primary outcomes, further studies with continued attention to literacy are warranted. Study site and disease duration must be considered as participants in this study had higher than average health literacy and had established diagnoses for years prior to this study.

Practice Implications

The study offers insight into an application of many of the protocols currently recommended to ameliorate effects of limited literacy.
Published Version: doi:10.1016/j.pec.2009.03.001
Other Sources: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2748845/
Terms of Use: This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:34165569
Downloads of this work:

Show full Dublin Core record

This item appears in the following Collection(s)

 
 

Search DASH


Advanced Search
 
 

Submitters